Abstract
The purpose of this study is to investigate the opinions of secondary school mathematics teachers on the content of the current mathematics curriculum in Turkey. Based on this general aim, the views of teachers on the appropriateness of the curriculum content and their advice for improving the efficiency of the content have been revealed.Research was carried out as a case study, which is a qualitative research method. The study group for the research consisted of nine mathematics teachers working in Turkish Ministry of Education secondary schools in the city center of Sivas during the spring term of the 2011–2012 academic year. The research data were collected through semi-structured interviews with the teachers in the study group and all of these were carried out by the researcher. Data were analyzed using a categorical content analysis technique via the NVivo computer program.According to the results of the study, teachers believe that the content of the Secondary School Mathematics Curriculum (SSMC) is aligned with the principles that have to be applied while choosing the content. However, they have alleged that the content of the program is not sufficient according to the principles of scheme (readiness), individual differences, validity and economicality. Based on the findings of this study, various solutions are offered for researchers, managers and program development experts.
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